raft assignment examples

Reading and Writing Strategies

RAFT Writing

The RAFT strategy encourages students to write creatively, consider a topic from a different perspective, and to gain practice writing for different audiences.

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RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they’ll be writing about. 

• R ole of the Writer: Who are you as the writer? A pilgrim? A soldier? The President?
• A udience: To whom are you writing? A political rally? A potential employer?
• F ormat: In what format are you writing? A letter? An advertisement? A speech?
• T opic: What are you writing about?

Why use the RAFT strategy?

Students must think creatively and critically in order to respond to prompts, making RAFT a unique way for students to apply critical thinking skills about new information they are learning. RAFT writing can be used across disciplines as a universal writing approach.

How to create and use the strategy

• Walk students through the acronym RAFT and why it’s important to consider various perspectives when completing any writing assignment.
• Display a RAFT writing prompt to your class and model how you would write in response to the prompt.
• Have students react to another writing prompt individually, or in small groups. It works best if all students react to the same prompt so the class can learn from each other’s responses.
• As students become comfortable in reacting to RAFT prompts, you can create more than one prompt for students to respond to after reading, a lesson, or a unit of study. Varied prompts allow students to compare and contrast multiple perspectives, deepening their understanding of the content.

Sample RAFT prompts

R:  Citizen A:  Congress F:  Letter T:  Taxation

R:  Scout Finch  A:  Community of Monroeville, Alabama F:  Eulogy for Atticus Finch T:  Social Inequality

Strategy in action

For more RAFT prompts, review Doug Fisher and Nancy Frey’s compiled list of Picture Book RAFT prompts . You may also find a RAFT scoring rubric and additional RAFT examples helpful as you implement the RAFT strategy in your class. Now, let’s watch as a teacher uses the RAFT writing strategy in her science class.

Tips for success

• It’s important for students to learn how their writing may change for different perspectives. It’s helpful to show students examples of writings on the same topic and format but with different roles of the writer or audience.
• Once students are fluent using the RAFT strategy, they can take any topic and choose the role, audience, and format on their own.

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Graphic Organizer: RAFT (Role, Audience, Format, Topic) Writing Strategies

Using raft writing strategies with artworks.

The RAFT (Role, Audience, Format, Topic) writing strategy, developed by Santa, Havens, and Valdes [1] , helps students understand their role as a writer and communicate their ideas clearly by developing a sense of audience and purpose in their writing. Works of art are rich sources of ideas and details for narrative and other kinds of writing. This RAFT strategy lends itself to use with works of art and to helping students develop their ideas and organize their approach before they begin to write.

In the example below, we added “questions to answer” to the RAFT matrix as a way to help students think through the components of this activity.

Download this material as a pdf for classroom use here .

RAFT activity: The Promised Land—The Grayson Family

Directions for teachers:

• Introduce students to the painting The Promised Land—The Grayson Family (or another work of art for which information is available). Have students read about it and discuss the story it tells.
• Show examples of ideas for the RAFT based on The Promised Land .
• Next, project the table below on the board. Ask students to pick a role from the chart, and identify an audience, format, topic, and questions for their written piece to answer.
• Give students a copy of the Role Development Chart worksheet  and have them complete it before they begin writing.

Ideas to get students started on their RAFT:

Audience: family member, friend back home, friend already living in the West, foreigner considering moving to America, oneself (diary), museum

Format: letter, newspaper story, song, poem, diary entry, advertisement poster, caption

Topic: traveling to California, the difference between home and the West, the land/resources of the West, hunting, setting up camp

Questions: How do I feel about my journey? What do we do next? Where will we live? What challenges do I face?

Role Development Chart

Before writing your piece take time to put yourself into the role you have selected. Think deeply about who you are in this role and what you want to include from your reading to make your writing credible. What perspective will you have on the issue you think is most important?

[1] Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating Independence through Student-owned Strategies. Dubuque, IA: Kendall Hunt.

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How to Use the RAFT Strategy in the Classroom to Develop Reading and Writing Skills?

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Use the RAFT strategy in the classroom to encourage creative and organized writing. This writing activity will help develop the writing skills of students in a fun and creative way.

What is the RAFT strategy?

Writing is not easy for all students. In our classrooms, we see students struggling with the different phases or processes of writing. This strategy is used to help students understand the process of writing better. It teaches them the important concepts to consider when writing or reading a text. RAFT is an acronym that stands for Role, Audience, Format and Topic.

Why use the RAFT strategy?

This strategy is referred to as a “complete/one-stop” strategy, as it helps to address the most important concepts faced with writing. The application of the RAFT strategy has numerous benefits including helping students to:

• Understand their role as a writer
• Consider a topic for writing and analyze it from different perspectives
• Consider the audience/reader they are writing for and understand what needs to be conveyed
• Explore the different forms and styles of writing best suited for the assignment
• Effectively communicate their ideas and thoughts so that the audience/reader is able to easily comprehend the writing.

In a nutshell, the RAFT strategy enables students to identify their voice in writing and to write creatively considering different perspectives for a variety of audiences.

What does RAFT stand for?

The acronym RAFT stands for the following prompts:

• Role:  Who is the writer?
• Audience:  To whom are you writing?
• Format:  Are you writing to persuade, entertain, inform, or describe?
• Topic:  What are you writing about?

How to use the RAFT strategy in the classroom

Write down the RAFT acronym on the board and explain each prompt with examples. Pick a portion from your current reading assignment and decide with your students what role, audience, format and topic you can write about. For example, pick a portion from The Tempestand ask your students to do a writing assignment with these prompts using the RAFT strategy:

Role: Miranda

Audience: To herself

Format: Diary

Topic: Being on the island

The students are now able to follow the prompts to help them write creatively. After the students are finished they are able to read aloud to the rest of the class what they wrote. This will show all the different stories that the students created. This develops the text they are reading while practicing their creative writing skills. Over time, encourage students to apply the strategy individually, choosing their own RAFTs and applying it across different classes.

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RAFT Writing Template

About this printout

Students can utilize this printout to organize their writing as they learn to use the RAFT strategy .  This printout enables students to clearly define their role, audience, format, and topic for writing.

Teaching with this printout

More ideas to try, related resources.

By using this printout to organize their writing, students learn to respond to writing prompts that require them to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences.

The four categories of focus for a RAFT include:

• R ole of the Writer: Who are you as the writer? A movie star? The President? A plant?
• A udience: To whom are you writing? A senator?  Yourself? A company?
• F ormat: In what format are you writing? A diary entry? A newspaper?  A love letter?
• T opic: What are you writing about?

Before having students write their own RAFT, use this printout to model how students should use this technique.  Discuss with your students the basic premise of the content for which you’d like to write, but allow students to help you pick the role, audience, format, and topic to write about.  Allow student input and creativity as you craft your piece of writing.  Have an in-depth discussion specifically about why you chose the different categories that you decided on ( R ole, A udience, F ormat, T opic).  Model a think-aloud about why having a certain role and audience might make your stance or ideas about a certain topic different and may alter your writing style and, therefore, your format. See the Strategy Guide titled Using the RAFT Writing Strategy for more information and ideas pertaining to this technique.

• Give students a writing prompt (for which you have already chosen the role, audience, format, and topic) and have students react to the prompt either individually or in small groups, using this printout. It works best if at first, all students react to the same prompt so the students can learn from the varied responses of their classmates.  Hold a class discussion about how students created their personal version of the assignment.
• As students become comfortable in reacting to RAFT prompts, you can create more than one prompt for students to respond to after a reading, lesson, or unit.  Or, you may choose to give students a list of choices for each area and let them pick and choose their role, audience, format, and topic.
• Eventually, students may choose a role, audience, format, and topic entirely on their own.  Varied prompts allow students to compare and contrast multiple perspectives, deepening their understanding of the content.
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RAFT Writing

I first heard of RAFT writing several years ago as a strategy for students to show their content knowledge beyond just writing reports.  Most of the suggestions for use have been in upper grades classrooms, especially in middle school and high school.  It’s also a common format for writing in content areas to have students demonstrate their understanding of the topic that has been learned- often as a product at the end of the unit. RAFT Writing has students respond when the Role, Audience, Format, and Topic are laid out for students to do their writing, often showcasing their content knowledge.  It’s also a great tool to help teachers write prompts for those content areas.

Over the years, however, I’ve used RAFT as a writing strategy for analyzing prompts in elementary school with students as young as first grade.  RAFT has allowed me to give students experience and exposure with various writing types, build in creative writing into our writing centers, and give students a tool to use for state testing to analyze the prompts their given and respond appropriately.

RAFT is an acronym identifying the four aspects of a writing prompt:

R- Role (who is the character/narrator and their point of view)

A- audience (who is the writing for), f- format (what type of writing is expected), t- topic (what you are writing about).

Examples of RAFT in content areas could be: ~Write an article as if you were a water droplet going through the water cycle.

~Write a story as a water droplet going through the water cycle.

~Pretend you are a child in 1774 in what will eventually be America. Describe what your life is like.

RAFT Writing is commonly used as essay responses at the end of units to measure students’ content knowledge.  It’s also used in more open ended ways allowing for differentiation; the role and audience may be the only pieces given and students are able to choose the format and specific topic.  Or, students are given the topic and format, but can choose their role and the audience.  This is most often done in intermediate classrooms and higher as the focus is on the subject and content that has been taught, and not on the writing itself.

I’ve used RAFT as a strategy in other ways in my elementary classroom, and with other classes and groups of students, with good success.

RAFT Writing in the Primary Grades

I have used RAFT Writing with students as young as first grade as a way of building creative writing. In first grade I introduce it by explaining each of the components.  We then generate, together, several different items for each component. We generally do about 4-6 and often use students in the class or people in the school as the role and audience. This helps make the task relevant to students. We then roll a dice to choose which item from each category we’ll use.  We do a shared writing of it together, the first time. Then, we select another for the students to complete independently.  After students are familiar with RAFT and how it can be used to generate a writing task, I use my RAFT Writing cards as an option during our centers to build students’ creative writing.

RAFT Writing as a Test Prep Strategy

I also really like using RAFT as a test prep strategy.  On the state tests, students are given an on-the-spot prompt to respond to.  Often, it’s in response to reading, and students are expected to respond from a range of genres.  In my experience, students struggle to identify the proper genre to respond to or miss out on other key pieces of information, such as writing from a character’s perspective.  With my third graders, it’s so important to me that they have a strategy to “attack” a difficult task that is given to them.  RAFT is a strategy that can make them break down the prompt and help them feel ready to respond successfully.

We do our main writing work during our writers workshop four days a week. However, one day a week, we do specific RAFT practice. I begin the year doing various narrative writing tasks with RAFT, though I introduce it with examples of all 3 genres. I want my students to be successful with it so I don’t typically do much of the other genres until we have explicitly done them together. However, I will occasionally do something like a how-to, or something opinion based that I know they have strong feelings about. Our weekly RAFT practice gives my students an opportunity to work through the genres in a more spiral way than we typically do during writers workshop. It also allows me to continue to do focused lessons on specific strategies I want to see in their writing.  This pre-writing step has made a world of difference for my students as they tackle the demands of state testing writing prompts!

After I’ve introduced and practiced RAFT with my students, we begin analyzing prompts. Using the strategy to think through and plan writing with the acronym is why it’s so effective and useful. This easy form is one I use when I begin having students independently analyze their writing prompts.  I have students identify each area of RAFT and then I work to correct any misconceptions.  You can download the free page by clicking the image below.

I also offer a variety of free RAFT writing resources in my free library. As we practice RAFT throughout the year, we move on to students writing based on the the prompt information. These printables and templates have us up and working with a prompt in just a few quick seconds. I have 5 ready to print digital RAFT prompts ready to go!

You can download each of them from my Free Library. To access it, sign up for my newsletter. After confirmation, you’ll receive an email with the link and password to access each of the files for yourself.

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RAFT is such a useful writing strategy that can be incorporated in so many different ways in the classroom.  In addition to our writing block, I also use digital prompt writing and journals to give students much needed practice responding to prompts on a regular basis.  You can read more about that by clicking the link below.

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I'd done it often in 4th grade, but not with much success in 2 nd. They have so much trouble, it seems, with " role" ( writing from that perspective) . I do love the format and the creativity it allows.

I started with silly ones like kindergartener. They were so excited to write with incorrect spelling and backwards letters. I let them do it once, but then they got it! Maybe it's also a developmental shift for them right about that age.

Cute idea! (You know that this is Debi, don't you, not Kelley? I can't figure out how to get her name off the account.)

Yes, I just figured you were on the wrong account 🙂

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RAFT Writing Strategy

• By Gay Miller in Writing

June 24, 2014

RAFT is a writing strategy to help students focus on four areas of communication. This strategy helps students understand and convey information on a given topic.  RAFT is an acronym for the following :

R ole of the Writer – The role is the perspective. Is the writer the President of the United States, a fifth-grade small-town student, a famous athlete, or any number of people? The role might include animals or inanimate objects such as toys. 

A udience – The audience includes any person that will read the writing. This could be a large group such as a school body or an individual such as a school principal. 

F ormat – Writing comes in all formats. Think letter, petition, instructions, television commercial, travel guide, newspaper article, journal entry, speech, and so on.

T opic – The topic is what you will be writing about. This can include endless possibilities.

An Example RAFT

A RAFT assignment might look like this:

Students are required to select one item from each column. One student may be a teacher writing a song for a group of parents asking them to change a rule in the school. Another person may be an artist addressing peers on a billboard that will inform them of an event. Dozens of options may be selected from just this one RAFT assignment.

This writing strategy not only helps students understand the varied formats of writing, but to know the audience they will address, their role as writers, and writing topics.

Get RAFT Activities here .

Teaching standards.

A RAFT lesson covers many teaching standards. In addition to the four areas of communication, assignments may also practice specific skills. For example, in the printables below the RAFT activity requires students to use onomatopoeia and/or alliteration.

The RAFT strategy works well with literature. Have students write from the perspective of one character addressing another character about a conflict in the novel.

RAFT may be used with science and social studies topics as well. The writer could be an apple talking to the other apples on the tree describing traveling through the digestive system. A chemist might write an email to workers in a factory explaining the dangers of mixing specific chemicals. A black bear could create a sign to post in the forest telling why he can’t eat the trout due to the harmful effects of acid rain. The role may be a pioneer creating a journal entry about the hardships of traveling by wagon.

You are only limited by your imagination. 

Differentiating Instruction

The best part of the RAFT experience is the ease to differentiate instruction. For example, I placed students into three groups. Each group was given two choices of activities. The activities varied in difficulty from the easiest level which was mostly drawing activities to the most difficult which was creating a slogan for advertising or a comic strip.

When I used this activity in the classroom, students had to think creatively to complete these activities. The projects were challenging yet fun for the students. All in all, it was a great experience. I will defiantly use this project in future years.

Free Printable

Below are the 3 RAFT activities I have referred to in the example above. I’ve merged all the activities into one Google Slide presentation. A link in the handout will take you to the Google Slide version which is completely editable.

If you missed the link above, here it is again.

Get it here.

The RAFT writing strategy can be used to help students understand and convey information on a given topic.

You might also like the post

Choice Boards (Think-Tac-Toe, BINGO, Menus, RAFT, & 1-3-5) .

This post goes over several types of choice boards and offers a free PowerPoint template.

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April 18, 2019 6-8-geometry

Printable raft writing surface area activity, grades 6–8, by: jeff todd.

Today I'm sharing a surface area activity I've used in middle school classrooms since the mid-90s. I have since developed it to become a RAFT writing assignment. In this article, you'll find free printable instructions and rubrics for scoring this toy company themed surface area activity!

Surface Area Activity That Incorporates The RAFT Writing Strategy

This surface area RAFT activity is perfect for middle school students learning about surface area of rectangular prisms. Students imagine that they are a marketing company president and are pitching to a toy company a design proposal for a box for shipping square toy blocks. They need to propose a shipping container for the toy blocks that is not too expensive (i.e., conserves surface area) and provides ample space for a powerful marketing message (i.e., has a large side to display the marketing message).

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Using the raft writing strategy in mathematics.

If you haven’t used the RAFT writing strategy in math before, let me introduce you to the format. RAFT stands for Role, Audience, Format, and Topic. With the RAFT writing strategy students are given a role in a real-life writing topic, a specific audience, a pre-defined format, and a specific topic.

Here is how this surface area activity works using a RAFT writing model:

Role—You are the President of a marketing company that is submitting a proposal to design the packaging for a product.

Audience—You are writing to the President of a toy company, who will make a decision on which proposal to accept.

Format—You are writing a business letter that includes an attachment showing your marketing design for the packaging of the product.

Topic—You are addressing two areas of concern about the package: the cost of the cardboard and the design of the main face (side) of the package.

The surface area activity is framed in this way: You are to create a design proposal for the packaging (a box) of ABC blocks (children’s toys) that will be used to display a set on the shelf of a store. The package contains 48 one-inch cubes. You must identify the dimensions of the box. The toy company wants to keep the cost of the cardboard used to make the packaging as low as possible, but would also like to have one face of the package designed to capture the customers’ attention.

Individual and Group Work

I have done this activity both as an individual and as a group activity. If it is used as group work, the surface area activity lends itself to having “departments.” There could an art department that designs the package, a writing department for writing the letter, a technical department calculating the dimensions of the package, and a manager to coordinate the group’s activities.

The scoring rubric for the RAFT activity includes criteria for students to communicate mathematically when writing the letter. Specifically, students can address the Standard for Mathematical Practice 3, which includes students constructing a viable argument as to why the toy company should use their design. These goals are also consistent with the ELA writing standards for grade 6–8, where students are required to write arguments to support claims with clear reasons and relevant evidence.

In Conclusion

If you would like to use this RAFT writing surface area activity in your class, click on the link below to download the instructions for students and the scoring rubric to grade their work.

Example of a Raft Writing Strategy

• Assignment Help

Rafts (Role, Audience, Format, Topic, Strong action words) are a composing strategy that urges academicians to consider their job as writers, the crowd for whom they will compose, and different composing styles.

Show a completed RAFT writing example on the overhead projector.

Use simple examples to illustrate each of these: purpose, target, format, and topic

Demonstrate how to create replies to the questions and lead a discussion about the essential components with the class.

Students should practice responding to prompts in small groups or on their own.

RAFT writing includes writing from a range of viewpoints.

• It aids students in the development of critical writing skills such as audience, primary theme, and organization.
• It asks students to respond to the following prompts in order to encourage them to think about writing in new ways:
• Writer’s Role: As a writer, who or what are you? Are you a pilgrim? Or a soldier? Or a President?
• Who is your intended audience for your writing? Is it a friend? Teacher? Or a newspaper reader?
• What is the theme of the paper you are writing in? Is that a letter, or something else? Is it a poem or a prose piece? Is there going to be a speech?
• The following is a topic with a strong verb: So, what exactly are you writing about? Why? What exactly is the point, or what is the topic?
• It can be applied to a wide range of assignment topics.
• Students improve as writers when they write more frequently.
• RAFT is a writing approach that educates students to realize their position as writers and to express their thoughts and mission to the reader in such a way that everything they write is clear.
• RAFT writing technique also helps students focus on the audience they’ll be writing for, as well as the numerous writing genres and topics they’ll be writing about.
• Teachers may use this method to encourage students to write creatively, explore many views on a topic, and write for a variety of audiences.
• Writing for distinct aims and audiences may entail the use of varied genres, material, and strategies, according to Deborah Dean in her book Strategic Writing.

Scholars are aiming to improve their writing by including and clarifying additional evidence.

They can use the RAFT writing format to help them do this.

“Restate The Prompt or Query” is an acronym for R

“Answer The Question” is represented by the letter A.

“Find and explain the evidence” is what the letter F stands for.

T is for tying up the loose ends of your writing.

Santa, Havens, and Valdes established the RAFT writing technique (Function, Audience, Format, Topic) to assist students to understand their role as writers and convey their ideas clearly by creating a sense of audience and purpose in their writing.

When writing or reading material, RAFT Education teaches students to think about significant themes.

It should be used to handle the essential writing principles; this technique is a “complete/one-stop” strategy.

With illustrations, explain each prompt.

Select a passage from The Tempe stand and invite your students to perform a writing project based on the prompts using the RAFT writing technique.

Students can now use the prompts to assist them in writing more creatively.

When the students have completed their writing, they can read it to the rest of the class.

This will show all of the different stories told by the pupils.

It allows children to practice creative writing while simultaneously helping them grasp the books they’re reading.

Frequently Asked Questions

How do you go about using the raft strategy.

Ans: The stages for a Raft writing strategy are as follows:

• They should be conscious of their obligations as a writer.
• Consider a writing topic and look at it from several perspectives.
• Consider the target audience/reader and the information that needs to be conveyed.
• Examine the many types and styles of writing that are most appropriate for the job.

What is the RAFT approach, and how does it work?

Ans: The RAFT writing (role, audience, format, and task) approach may be utilized to educate in an interactive and cooperative manner. RAFT is a way to assure that students are aware of their position as authors, their intended audience, the format of their writing, and the information that should be included.

What is the purpose of a raft?

Ans: Use the following hypothetical exercise to describe and discuss the fundamental components of RAFTS: Students are assigned a role that determines the tone of their work. Because of the audience, students are concentrating on the impact of word choice and precise subtleties. Format – may be tailored to a student’s specific interests or abilities. The RAFTs Writing Technique (Santa, 1988) is a technique that teaches students about their job as writers, the audience for whom they will write, the various writing forms, and the material they will write about.

What are the benefits of using writing prompts?

Ans: The benefit of using writing prompts is that a writing prompt’s objective is to pique a student’s interest in a topic and urge them to write thoughtfully and creatively about it. While a good prompt introduces and limits the writing topic, it should also include specific directions on how to complete the assignment.

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HistoryRewriter

Raft writing prompts.

Graham & Herbert demonstrate the necessity of daily writing activities in Social Studies content classes. My students demonstrate their understanding of History standards via MEAL and RAFT writing assignments. As a general rule, a MEAL prompt is designed to help students analyze evidence to support an argument, while a RAFT prompt requires students to inform/explain a historical topic to an audience. This post will feature examples from an 11th grade US History class. See Dare to Differentiate’s wiki for more examples and instructions.

Role  of the writer – helps the writer decide on point of view and voice. Audience  for the piece of writing – reminds the writer that he must communicate ideas to someone else and helps the writer determine content and style. Format  of the material – helps the writer organize ideas and employ the conventions of format, such as letters, interviews, and story problems. Topic or subject of the piece of writing – helps the writer focus on main ideas.

For this in-class writing assignment, students chose one out of four RAFT writing prompts. Students were allowed to use the book to complete this assignment, in fact it was designed to help them read the text. After a certain amount of time usually 20 minutes, students swapped papers, read each other’s work, then underlined the number of facts from the book included in the RAFT and reported out those numbers. I used this as a goal-setting strategy and it may or may not be used a factor when grading.

You are a 1950’s Police Officer warning a white church group about the dangers of Juvenile Delinquency.

You are a farmer, in favor of the Bracero program. Write a letter to your Congressman persuading him to continue the program, even though the American public is against it.

You are an African American inner-city resident speaking to the NAACP about the assistance needed for the city’s poorest residents.

RAFT assignments can be used regularly to get students writing about texts, responding to texts, and summarizing texts. As a bonus, these writing assignments all have a significant correlation with improving reading comprehension. Please share examples of RAFT prompts, noting the grade level and subject it was used for in the comments section.

Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2011). Fifty Instructional Routines to Develop Content Literacy . 2nd Ed. Pearson. Boston, MA.

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I have used these in my classes to a great extent and written about it: http://worldhistoryconnected.press.illinois.edu/7.3/gregg.html

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